NAME: DATE: LC History: Dictatorship and Democracy in Europe, Dictatorship and Democracy in Europe,

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1 Leaving Certificate History Dictatorship and Democracy in Europe, Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Learning Support Vocabulary, key terms working with text and writing text Pages 3-9, Language Support Vocabulary, key terms, grammar, working with text and writing text Pages 3-16 Subject class Key vocabulary Pages 3-9 Learning focus Levels for Language Support students Using History textbooks and accessing curriculum content and learning activities. Students' English-language skills should be developed to Level B1 during funded Language Support. Mainstream subject learning will require the development of skills at Level B2 if students are to cope with public examinations. Acknowledgement The English Language Support Programme acknowledges the permission of Gill &Macmillan to reproduce excerpts from Modern Europe and the Wider World, Dermot Lucey Contents of this Unit Keywords Vocabulary file Activating students knowledge Focus on vocabulary Focus on grammar (active and passive forms) Focus on reading Focus on writing (writing paragraphs) Answer Key Page 3,4 5,6 6 8,9 10,11 12,13,14 15,16 17,18 1

2 Using this unit Learning support, language support and mainstream subject class The sections Focus on vocabulary, Focus on reading and Focus on writing are suitable for Learning Support. The sections Activating students knowledge, Focus on vocabulary, and Focus on grammar have been designed, in particular, for Language Support classes. Focus on vocabulary, Focus on reading and Focus on writing are suitable for use in Learning Support, Language Support and subject classes. Answer Key Answers are provided at the end of the unit for all activities except those based on free writing. Textbooks This unit focuses on the topic from Modern Europe and the Wider World, Dictatorship and Democracy in Europe, Students will need to use their textbooks if they are to gain the most benefit from the activities. Learning Record The Learning Record is intended to help students monitor their progress. This can be downloaded or printed from the website in the section Advising Students and Record of Learning for the Leaving Certificate. A copy of the Learning Record should be distributed to each student for each unit studied. Students should: 1. Write the subject and topic on the record. 2. Tick off/date the different statements as they complete activities. 3. Keep the record in their files along with the work produced for this unit. 4. Use this material to support mainstream subject learning. Symbols Symbols are used throughout the unit to encourage students to develop their own learning and support materials. prompts students to file the sheet when they have completed the activity. This is used for activities which can be used as a reference in the future e.g. for subject classroom, revision, homework etc. prompts students to add vocabulary, definitions, or examples of vocabulary in use to their own personal glossary for the topic. A personal glossary makes study and revision more efficient. 2

3 Keywords The list of keywords for this unit is as follows: Nouns aircraft alliance allies appeasement armistice army attack battle bomb camps catholic chancellor church cinema cities coal collaborators collectivisation communism communists concentration camp conscription control convoy corridor cult decree defeat democracy depression dictatorship dictator economy extermination factories fascism fascist fighters film front general government grain gulags industrialist industry invasion labour leader leadership league million miner minister morale nationalism navy opposition pact partisan party peace peasants plans plebiscite police policy pope power production propaganda purges reprisals radio railways rally/rallies rearmament reparations republic resistance revolution riots second socialist state strike success sufficiency tactics tanks target treaty trials troops unemployment union victor victory war wartime wing workers world German words: anschluss (union of Austria and Germany) blitzkrieg (lightning war) Fuhrer (leader) lebensraum (living space) luftwaffe (airforce) panzer (tank) reichstag (parliament) Proper ouns (names of people and places) Abyssinia Adolf Hitler Austria Barbarossa Belgium Berlin Bolshevik Britain British Charlie Chaplin Churchill Crosby Czechoslovakia Emmanuel Europe France Franco French 3

4 German Germany Goebbels Gulags Hindenburg Italian Italians Japan Jews Josef Kamenev Kellog Kulak Le in Leningrad Locarno Matteoti Mein Kampf Moscow Munich Mussolini Nazi NEP (new economic order) Normandy Nuremburg Polish Potsdam RAF (royal air force) Rhineland Riefenstahl, Leni Rome Roosevelt Russian Russians Tsar (emperor) Soviet Stalin Stalingrad Stavisky, Serge Stresa Sudetenland Versailles Weimar Zinoviev Verbs advance agree appoint arrest attack become break build capture cause collaborate conquer control decree defeat demand develop direct encourage exterminate fail fight help hit increase introduce invade join lead oppose organise pertain (to) plan resist retreat rise rule show sign suffer take use want weaken Adjectives communist depressed economic fascist foreign huge red soviet successful systematic totalitarian weakened white 4

5 Vocabulary file for the topic Dictatorship and Democracy in Europe, Word Meaning Page(s) in my textbook Note armistice collaborator conscription democracy depression extermination labour policy Get your teacher to check this and then file it in your folder so you can use it in the future. 5

6 Word Meaning Page(s) in my textbook Note revolution sufficiency victory propaganda to conquer to invade to retreat to suffer systematic Get your teacher to check this and then file it in your folder so you can use it in the future. 6

7 Introduction Activating students existing knowledge Use a spidergram to activate students ideas and knowledge on the key points in this chapter. See Teachers Notes for suggestions. Possible key terms for the spidergram: Communism Fascism Adolf Hitler World War 2 Invite newcomer students to provide key words in their own languages. Encourage dictionary use. Encourage all students to organise their vocabulary into relevant categories (e.g. meaning, nouns, keywords, verbs etc.). All students should record vocabulary and terms from the spidergram in their personal dictionaries. 7

8 Language Level: B1 Individual / pair Focus on vocabulary 1. Missing words The following sentences are taken from your textbooks. Some of the key words are missing. Select a missing word from the box below. a. In 1917, Russia was a huge ruled over by Tsar (emperor) Nicholas 11. b. The main between Trotsky and Stalin was over the future of Communism. c. Many were established in European countries between the First and Second World wars. d. In 1926 transport, railway, building, printing, gas and electricity workers were called out on in support of the miners. e. France was a republic with a parliament composed of a Chamber of Deputies and a Senate. f. The of Austria and Germany (anschluss) was one of Hitler s main aims. democratic battle strike empire union dictatorships 2. Vocabulary in use Write a short sentence using each of the following words. Check your text book or dictionary if you are not sure. conscription depression nationalism policy propaganda 8

9 3. Matching Match each expression in Column A with a definition in Column B. Draw a line between the matching expressions. Column A Column B Dictator a country or system of government with a dictator as leader Dictatorship behaving like a dictator, showing that you expect everyone to obey you Dictatorial a leader who has complete power in a country, and has not been elected. 4. Select the correct form of the word. These sentences are from your textbooks, decide which form of the word is suitable. a. Communist/communism was based on the writings of Karl Marx. b. Totalitarianism/totalitarian governments control all aspects of life, from the actions of people to their thoughts. c. Collaborators/collaboration had many reasons for working with the Nazis. d. NATO was formed in 1949 as a military ally/alliance of twelve countries. e. The soviet economics/economy was centrally planned with government control of industry and agriculture. f. Mussolini wanted to establish a fascism/fascist dictatorship. How did you select the correct answer? Think about how you know whether a word is a noun describing a person, a noun describing a system, or an adjective. You can check the Answer Key for our suggestions. 9

10 Language Level: B1 Individual / pair Focus on grammar 5. Verbs Use verbs from the box below to complete this extract from your textbook. The verbs will be used in different forms. More Trials and Purges (Communism in Russia) During this time also, there were two further Show Trials. In January 1937 a further 17 Communist leaders were tried and. This was followed in March 1938 by the last of the trials when Bukharin, Rykov and Yagoda along with 18 others were either or jailed. But the purges went far beyond the leaders and the main organisations. They into all areas of Soviet life. Nobody was safe. Between 1936 and 1938 millions of ordinary Russians were by Stalin s secret police. Some were tried, some were executed, many ended in the labour camps (gulags) in Siberia. Very often family members never from them again. One woman later described what happened to her father when she was young. They in the middle of the night and took my father away. I never saw him again. to hear to execute to arrest to come to shoot to reach 10

11 6. Passive and active forms 1. Compare the verb forms in sentence a and b (b is from extract above) a. Stalin s police tried and shot 17 Communist leaders. b. In January 1937, a further 17 Communist leaders were tried and shot. Sentence a. is in the active form (the action was carried out by Stalin s police). Sentence b. is in the passive form (the focus is on the action, not the people who did it). The passive is formed by to be (is/was/were) + the past participle 2. Look through the extract again, you will find more examples of the passive voice. Use the sentences in the text to change the verbs in the sentences below. Stalin s police shot or jailed Bukharin, Rykove and Yagoda. Bukharin, Rykove and Yagoda were Stalin s secret police arrested ordinary Russians. Stalin s police executed some ordinary Russians. Note: Being able to use the passive voice can help you to vary your writing style. 11

12 Language Level: B1 / B2 Individual / pair Focus on reading 7. Reading for the main idea History involves a lot of reading! However, you do not have to slowly read through every sentence and paragraph. It is always good to read with a purpose. In this exercise you must read each paragraph (taken from your textbook) to decide on the main idea. You must then select a title for each paragraph from the list below. What caused the rise to power of Hitler and the Nazis? Right-wing plotting The Failure of the Weimar Republic The Wall Street Crash and German Economic and Social Problems Hitler s leadership of the Nazis 1) Title: German economic growth in the second half of the 1920 was due largely to American loans. But in 1929 the values of shares in the New York stock exchange on Wall Street collapsed. This led to an economic depression in America. When American banks and companies called in loans from Germany, Germany too faced economic depression. Businesses went bankrupt, factories and mines closed and workers were laid off. In 1929 there were already 1.5 million unemployed in Germany. The economic crisis led to poverty and hunger. 2) Title: The actions of the Weimar government worsened the economic crisis. The chancellor (prime minister) Bruning cut back on government spending. He reduced wages, pensions and unemployment benefit. This earned him the nickname Hunger Chancellor and increased dissatisfaction and disorder in the streets, Bruning made two further mistakes. He used power to rule by decree to bring in some unpopular measures. This showed the failure of democracy. He also called a general election. The results of the election showed a swing to extremism. 3) Title: By 1932 the Nazi party was the largest in the Reichstag. Many conservative politicians believed that Hitler must be part of any government. The Nazis lost seats and votes between the elections. Former chancellor Von Papen believed that Hitler was in a weaker position and that the conservatives could control him. In these circumstances Von Papen persuaded Hindenburg to appoint Hitler as Chancellor in January Besides Hitler there were only two other Nazis in the cabinet. But Hitler only accepted the position provided he was allowed to call a general election. Little did they know it, but Hitler had outwitted them. 12

13 4) Title: Hitler s ability as a political leader grew. He now believed that the use of force was not the best way to achieve power. He intended to use democracy to destroy democracy. If outvoting them will take longer than out shooting them, at least the result will be guaranteed by their own constitution. He began the reorganisation of his party. He established branches throughout Germany and appointed regional leaders but all authority came from him. He shaped his policies to make them attractive to many different groups. Hitler used very effective propaganda techniques to get across his message. Hitler was an outstanding speaker. The use of uniforms, salutes and mass rallies gave an impression of strength. 13

14 8. Reading for specific information Read the following extract from your textbook. Don t read slowly though every word and sentence. Read the questions first, then read the text in order to find answers to the following questions. If possible time yourself! What were the three principles of Mussolini s Fascist party? What was King Victor Emmanuel afraid of? Did the march on Rome topple the government? March on Rome In May, 1921, Mussolini s Fascists gained thirty five seats in parliament and later that year he formed the Fascist Party out of his combat groups. The party claimed to follow a policy based on three principles: order, discipline, hierarchy. Mussolini s next success was the crushing of socialist-led strikes in August It appeared as if Mussolini and the Fascist squads saved the country from the red threat while the government was helpless. This success encouraged him and his fellow leaders to organise a march on Rome in October Fascist groups approached Rome from three directions. As 25,000 Blackshirts gathered on the edge of Rome, the Italian government was divided on what to do. Some ministers wanted to resist the march and declare a state of emergency; others believed that the Fascists should be given a share of government. The army could have easily scattered the Fascists. But by now King Victor Emmanuel111 was tired of all the changes in government and he also feared a civil war. He refused to bring in the army and the Prime Minister resigned. Mussolini did not want to be part of any government unless he was the Prime Minister. The king was left with no alternative but to appoint Mussolini as Prime Minister. At 39, he was the youngest Prime Minister in Italian history. Two days after Mussolini appointment as Prime Minister the march on Rome went ahead. It was more of a victory parade than a march. But Mussolini gave the impression that he had come to power in a coup d etat (takeover of the state). The Fascists were now creating another one of their myths that the march on Rome toppled the government. While the Fascist march was well prepared, it could easily have been stopped. It owed its success to the many conservative groups who believed that Mussolini should be given a chance to rule. 14

15 Language Level: B1 / B2 Individual / pair Focus on writing 9. Writing a paragraph A paragraph is a unit of information unified by a central controlling idea. As part of the Leaving Cert history exam, you are asked to write paragraphs to show how much information you know on a topic. The following is a paragraph from your textbook about the Jarrow March. (Jarrow is a town in the north-east of English which suffered huge unemployment during the 1930s. A two week long march to London was organised). a. Paragraphs should focus on one piece of information. Read the paragraph to find a sentence that doesn t belong. Draw a line through it. There were four main speakers. Alderman Thompson (Mayor) spoke about Jarrow s plight in general. First we lost the steelworks and 3,000 men lost their jobs. Then we lost our shipyard and another 3,000 men were out of work. Councillor David Riley developed the economic theme. Poor towns like Jarrow had to subsidise their own poverty because a higher rate (local tax) had to be levied to cover substantial unemployment benefits that were being paid out. Sometimes they broke the monotony by singing, led by their mouth organ band. The third speaker, Councillor Paddy Scullion dealt with the impact of unemployment on the health of the community. Finally, Ellen Wilkinson, the town's Member of Parliament spoke. She concentrated her attach on the complacency or cruelty of the government and the inertia of its leaders. b. The main idea in a paragraph is often expressed in one particular sentence (called the topic sentence). This sentence is usually at the beginning of a paragraph, but can come at the end or even in the middle. Draw a line under the topic sentence in the paragraph above. 15

16 c. A good paragraph is written in order. We can use words like first, second, then etc. Underline any of these words in the paragraph. d. The following is a different paragraph from your textbook, but the sentences are in the wrong order. Re-write the paragraph in the correct order. Hint: First, look for the topic, or main sentence. Then look at the order of time in the sentences. Radio in the US In 1921 there was only one licensed radio station in the US. Cinema had begun before the First World War ( ) but radio was almost entirely new. By the late 1920s, NBC and CBS had networked stations across America. Popular culture was spread rapidly by the two new forms of mass-entertainment: radio and cinema. A survey I n1932 said that the usual programmes of a station were music (63%), educational (21%), literature (12%), religion (2.4%)) and novelties. American radio was based on advertising and competition. By the end of 1922 there were over 500 stations. e. Finally, write paragraph answers on one of the topics you are studying in history at the moment. For example: Unemployment in Britain in the 1920s. Charlie Chaplin and the early cinema. French foreign policy in the 1930s. The influence of the Spanish Civil War. Blitzkrieg tactics in the Second World War. 16

17 Answer key Focus on vocabulary Missing words, page 8 a. empire b. battle c. dictatorships d. strike e. democratic f. union. Matching, page 9 Dictatorship: a country or system of government with a dictator as leader Dictatorial: behaving like a dictator, showing that you expect everyone to obey you Dictator: a leader who has complete power in a country, and has not been elected Correct word, page 9 Communism, totalitarian, collaborators, alliance, economy, fascist Word endings (suffixes) can tell you whether a word is a noun, adjective or verb. Here are some common ones: Adjectives: able, al, ible, ive, less, ous, y Nouns: ance, ion, ence, hood, ism, ian, ness, ship Verbs: en, ify, ize Focus on grammar Verbs, page 10 Shot, executed, reached, arrested, heard, came Bukharin, Rykove and Yagoda were shot or jailed. Ordinary Russians were arrested. Ordinary Russians were executed. Focus on reading Reading for the main idea, pages 11, 12 Paragraph 1: Wall Street Crash Paragraph 2: Failure of the Weimar Republic Paragraph 3: Hitler s leadership of the Nazis Paragraph 4: Right-wing plotting Reading for specific information, page 13. Order, discipline and hierarchy A civil war No, this was a myth. Focus on writing 17

18 Page 14 Answers to a,b, c are highlighted within the paragraph. Page 15 b. There were four main speakers. Alderman Thompson (Mayor) spoke about Jarrow s plight in general. First we lost the steelworks and 3,000 men lost their jobs. Then we lost our shipyard and another 3,000 men were out of work. Councillor David Riley developed the economic theme. Poor towns like Jarrow had to subsidise their own poverty because a higher rate (local tax) had to be levied to cover substantial unemployment benefits that were being paid out. a.sometimes they broke the monotony by singing, led by their mouth organ band. c. The third speaker, Councillor Paddy Scullion dealt with the impact of unemployment on the health of the community. c. Finally, Ellen Wilkinson, the town's Member of Parliament spoke. She concentrated her attach on the complacency or cruelty of the government and the inertia of its leaders d. Radio in the US The topic sentence is highlighted. Popular culture was spread rapidly by the two new forms of massentertainment: radio and cinema. Cinema had begun before the First World War ( ) but radio was almost entirely new. In 1921 there was only one licensed radio station in the US. By the end of 1922 there were over 500 stations. By the late 1920s, NBC and CBS had networked stations across America. American radio was based on advertising and competition. A survey in1932 said that the usual programmes of a station were music (63%), educational (21%), literature (12%), religion (2.4%) and novelties. 18